PRIMARY FUNCTION:  This position is responsible for providing district-wide support, training, and expertise in the development and implementation of services for children with autism. The Autism Interventionist will develop and implement programs to remediate behavioral and social problems for autistic students and serve as a consultant to school personnel and parents of these students. This position will assist in the development and implementation of behavior intervention plans for autistic students, as part of a team.

 

REPORTS TO:  Program Manager, Exceptional Children

SALARY SCHEDULE:  Teacher

WORK DAYS:  190

 

 

REQUIREMENTS:

1. Education Level:  Bachelor's Degree from an accredited college or university            Preferred:  Advanced degree(s)
2. Experience, Skill and Certification:  Valid Georgia Professional Teaching Certificate in the assigned teaching field Special Education Adapted Curriculum.
3. Additional Requirements

• At least three years experience in working with individuals with autism
• Knowledge related to the evaluation of individuals with autism
• Knowledge related to the development and implementation of services and programming for children with autism
• Valid Georgia Driver’s License
• Ability to travel daily to more than one location 

ESSENTIAL DUTIES:

 

 

1. Provides support to teachers/paraprofessional (both special and regular education) who work with children with autism.
2. Assists in the planning, service delivery and direct instruction for detailed and ongoing behavior instructional programs.
3. Attends IEP meetings as needed for children identified as autistic.
4. Monitors students with autism and provides assistance for those students with greatest need.
5. Assists in the development of data collection systems to describe and improve behavior, track mastery of goals and objectives, and others areas as needed.
6. Communicates to the appropriate individuals the results and conclusions of any evaluations.
7. Develops a process for requesting consultation.
8. Provides continuous support and feedback to personnel designated to implement behavior intervention plans, collect behavior data, and complete progress monitoring and other data collection for response to intervention team meetings.
9. Functions as a cooperative team member with site personnel.
10. Attends SST meetings as necessary to provide consultation about children with autism.
11. Assists in the development of model classrooms for students with autism.
12. Works with parents and provides instruction and support.
13. Provides programming support to site administrators.
14. Assists in developing training and information materials for dissemination to schools, parents, and community agencies.
15. Assists in staff development activities by providing training.
16. Participates in trainings to meet educational needs of the school staff.
17. Follows policies of the Savannah-Chatham County Public Schools and the Department for Exceptional Children.
18. Performs other duties as necessary for the effectiveness of the organization.

 

Terms of Employment: Incumbents will receive an annual contract.  The work calendar will be 190 days.  Salary will be determined based on level of certification an allowable experience.

 

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

 

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

 

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

 

CLASSROOM   Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.